SPD 540 Angel Case study!!!.docx - Running head BEHAVIOR...

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Running head: BEHAVIOR CHANGE FOR ANGEL 1Angel Case study Michelle BarretoGrand Canyon UniversitySPD 540: Learning Environments for Students with Mild to Moderate Disabilities Instructor: Dr. CossetteDecember 11, 2018
BEHAVIOR CHANGE FOR ANGEL 2Part AAngel Case StudyAngel is an 11-year old boy who has been diagnosed with Attention Deficit HyperactivityDisorder (ADHD). He gets into many altercations with his peers and disrupts the class often. He gets in trouble during free play and during transition time. According to Gray & Climie, a typically developing child would have trouble focusing at times but a person with ADHD can showcase these behaviors quite frequently along with many others explaining his challenging behaviors during the day (Gray & Climie, 2016). Angel’s Disability Play a role Angel also has a learning disability in reading which could be the reason why more interruptions are seen during this time of day. During ELA class, Angel participates in disruptive behaviors like getting up to sharpen his pencil, taking things that do not belong to him, and making remarks that will trigger negative attention from other students. As a result, Angel is not reaching his fullest potential. According to Gray and Climie, children with ADHD tend to participate in disruptive behaviors that will inhibit the child from completing work on time and producing their best work (Gray & Climie, 2016). FBA consent Aside from his special education services, a behavioral plan should be implemented to decrease the number of disruptive behaviors presented by Angel during the day. Before a plan can be made, the behavior analyst and teachers should see what is causing the behavior. This can be obtained by completing a Functional Behavior Assessment (FBA) data chart called the Antecedent-Behavior-Consequence chart. The FBA data is collected by documenting the event or action that occurred before the behavior (antecedent), the behavior, and the action that
BEHAVIOR CHANGE FOR ANGEL 3occurred after the behavior (consequences) (Pratt & Dubie, n.d). When Angel’s parents consented to an FBA, all the stakeholders apart of his IEP team began the process of ABC analysis. FBA results After the analysis was done it was found that the antecedent was when he would get up from his seat to sharpen his pencil, the behavior was taking something from another student, and the consequences of this behavior was that his work was not completed on time. Angel’s IEP team recorded a total of 9 incidents in a period of two days. While the consequences changed through the span of those two days, the antecedent and the behavior remained the same. ConclusionAs the special education teacher, I think that this behavior is happening for two reasons. The first reason can be because Angel seeks attention and his peers and teachers are an easy target. The second reason can be due to the fact that he struggles in reading and completing classwork that involves reading passages and understanding them is nerve wrecking and boring.

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